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Systems Analysis in Educational Planning

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Minchie Pascua

on 3 September 2010

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Transcript of Systems Analysis in Educational Planning

Systems Analysis in Educational Planning
by: Minchie Uy-Pascua PLANNING is an organizational function
precedes nearly every decision except the most routine
is undertaken in the development of objectives, policies, coordination, and control
a concept of executive action that embodies the skills of anticipating, influencing and controlling the nature and direction of change
"anticipatory decision making" EVALUATION OF
PRESENT CONDITIONS THE FACTOR OF TIME COLLECTION & ANALYSIS OF DATA a central task in the planning process is to recognize inadequacies in present conditions which point to the desirability of change is also a central element, for change occurs and is meaningful only over spans of time
the time span which planning covers rangers from a relatively short-run to a relatively long-run duration A HIERARCHY OF PLANS planning depends for its effectiveness on the quality of data available to the planner
the planner needs to establish reliable sources of information and get the information in a timely manner plans exist in a hierarchy according to differing degrees of importance
this corresponds approximately with the level of responsibility and with the length of the time span being considered EDUCATIONAL
PLANNING DIFFICULTIES ENCOUNTERED NECESSITY PURPOSES SYSTEMS APPROACH ADVANTAGES OF SYSTEMS APPROACH is the rational scientific method of choosing alternatives in matters of education which are fully accounted for, and which covers the needs of education in its social subsystem, cultural subsystem, and economic, political and technological system of society in order to do a responsible choice and to implement the chosen option. The social conservation of educational systems, the gap between changes occuring in society and educational systems, the social inertia in the structures of schoolsystems or the cultural lag due to lack of upgrading aims, goals and objectives of the schoolsystem. The half-hearted attitude of administrators, faculty members and students that education has also a role, a human investment in national development. The lack of funds for educational planning and lack of conviction about the necessity of educational planning. The socio-psychological resistance to educational planning by many administrators to whom educational planning is something new. The lack of integration of the social, cultural and economic subsystems within a schoolsystem. The lack of reliable data concerning a schoolsystem
The lack of experts in educational planning
the fact that 92% of higher education is in the hands of the private sector The focus of educational planning is directed towards the future, while administrators often concentrate on day-in-day-out problems.
The focus of educational planning is on action in the future while the focus of education is on actual imparting of knowledge, skills and values in the present time. The educational planning has to take a set of interlocked elements and interdependent decisions into consideration.
Educational planning becomes more complex as it is designed by implication. A rapid rise of student participation rate in higher education
The economic squeeze on educational systems makes it imperative
The growing maladjustment of educational systems to environment
unemployment is increasing while educational cost is rising There is discontent among the youth with reference to social structures in educational systems
Financial resources are getting scarce for education
Faculty members who are paid well are better adjusted and less restless There has been international planning of responsible parenthood and educational planning of non-formal education
There have been wasteful imbalances in the educational system
The supply of higher education has been in excess of demand
Education has been beset by non-financial bottlenecks To develop an institutional mission
To identify goals, objectives, programs and projects
To give a systematic consideration to the needed and anticipated sources and their use in the school system 1. Appraisal through feedback or through measure of external productivity
determine difference between desired outcomes (objectives) and observed products (benefits)
2. Identify:
extent of integration
extent of congruence
extent of relevance 3. Plan for optimization of benefits through:
improved internal efficiency
increased relevance (better matching of course offerings and societal needs)
improved societal absorptive capacity Advantages of Systems Approach
it assumes that a system has a plan with which it is systematically working towards the accomplishment of specified and operationally defined achievements
a system is adaptive, flexibe and will take the options and constraints of its environment into consideration while trying to reach its aims Advantages of Systems Approach
it assumes that a system has a built-in mechanism of quality control
a system will maximize its product-process-relation Inputs:
from Assessment or Evaluation Results

Areas:
congruence program output vs. institutional goals
relevance program outputs vs. individual & societal needs
integration accrued benefits reflect balance distribution
1. identify areas of deficiency
2. prioritize areas to be
improved
3. define corresponding
planning goals & objectives
4. identify available resources PROCESS




According to avowed planning goals and objectives designed institutional subsystems (cultural, economic and social) taking into account provision for effective linkages and feedback mechanisms for ongoing assessment for plans made. OUTPUTS




improved quality of educational services availed to clientele

increased benefits accrued to better qualified graduates
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